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Overview of Transportation Engineering Courses

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Overview of Transportation Engineering Courses AN OVERVIEW OF THE CORE TRANSPORTATION ENGINEERING COURSES IN THE UNDERGRADUATE CIVIL ENGINEERING PROGRAMS AT CANADIAN UNIVERSITIES Masood Hassan, Ph.D., P.Eng. Senior Transportation Engineer EBA Engineering Consultants Ltd., Edmonton, Alberta Paper prepared for the “In-Career Training, Mentoring and Knowledge Management Initiatives” Session 2006 Annual Conference of the Transportation Association of Canada Charlottetown, Prince Edward Island Page 1 of 24 ABSTRACT Of the 36 faculties of engineering in Canadian universities, 25 offer undergraduate programs in civil engineering accredited by the Canadian Engineering Accreditation Board (CEAB). Transportation/highway engineering has historically been a substantial component of the field of civil engineering, and therefore of civil engineering curricula at universities everywhere. However, transportation engineering has been losing its significance in the civil engineering programs in Canadian universities. Thus, in 2002 Professor Haas of Waterloo University concluded, “Transportation is far under represented in Canadian universities by any measure, including research funding, proportion of civil [engineering] faculty, and graduate students. All are within 4% to 8% of the total in civil engineering” With a view to contributing to the effectiveness of transportation courses in civil engineering programs, this paper presents the results of a review of the contents of core transportation engineering courses offered in 2005/06 by the 25 undergraduate civil engineering programs at Canadian universities, and offers suggestions for improving the content of such courses. Of the 25 civil engineering programs at Canadian universities: • Four (Laval, Ottawa, Queens, and Western Ontario) do not require a core transportation engineering course. Interestingly, Ottawa’s calendar shows a fourth-year elective course “Highway and Transportation Engineering”. • Of the 21 civil engineering programs that require core transportation engineering courses, 15 offer one core course, five (Carleton, Manitoba, Montreal Polytechnique, Toronto, and Windsor) offer two core courses, and one (Ryerson) offers three core courses. • Of the 21 civil engineering programs that require core transportation engineering courses, 7 offer only the core course(s) while the other 14 offer electives/options in subjects related to transportation engineering and planning. The author believes that the CEAB should require a core transportation engineering course a condition of accreditation, because: 1) CEAB’s own criteria appear to require it; and 2) CEAB’s parent body, the Canadian Council of Professional Engineers, requires graduates from unaccredited foreign universities to pass its compulsory examination in transportation engineering, while it accredits Canadian civil engineering programs which do not require a core transportation engineering course! The relative lack of uniformity in the titles and contents of core transportation courses is surprising. Course titles vary: ten have ”transportation engineering” in the title; others range from transportation planning, to highway engineering to highway design. Most deal almost exclusively with the highway mode, and do not, in the author’s opinion, include enough about the characteristics of other transportation modes or the linkages between transportation and Canada’s socioeconomic wellbeing. Page 2 of 24 The author suggests that the following would make an effective 24-lecture core course titled Transportation Engineering: • Four lectures on a comprehensive overview, definitions, concepts, characteristics of the various modes/components/systems of transportation; and, using the road mode, the concept of vehicle flow and capacity level of service. • Two lectures should then be devoted to present the “big picture” about transportation in Canada and the province/region concerned. This would include discussion of: the importance and the social, economic, political and environmental roles of transportation; a brief history of transportation; transportation costs (as opposed to transport economics); organization of the various components/modes of the public and private transportation sector (e.g. who finances, owns and manages what); various roles and career paths for transportation engineers; and if not already covered in the first two lectures, what moves by what mode. The idea is to present transportation engineering as a truly multi-disciplinary field that interacts with engineering, politics, environmental science, psychology, public relations, etc. Included in the discussion should be the concept of transportation as a derived demand, and the inescapable interaction between land use and transportation, particularly in urban areas. • The next 10 to 12 lectures can be utilized to teach “planning, location, design, construction, and operation” of highways, with some detailed attention to the geometric design elements, and to basics of pavement design. • It is suggested that two lectures be devoted to urban traffic engineering and control. • Two lectures are to be used for other appropriate topics of interest to the university. • Towards the end of the course, it is suggested that the students be introduced to an overview and basic concepts of advanced topics, such as pavement management, transportation economics, traffic safety engineering, intelligent transportation systems, and others of particular interest in the concerned province/region. INTRODUCTION AND PURPOSE OF PAPER Because of Canada’s vast geographic expanse and the importance of trade to its economy, reliable and efficient transportation is vital for Canada’s socio-economic wellbeing. An essential element in keeping Canada’s transportation sector vibrant is the sustained availability of trained professional and technical personnel. All sorts of organizations have a stake in ensuring high quantity and quality of these human resources, including entities such as universities, technical institutes, federal/provincial/territorial departments of transportation, provincial/territorial associations of professional engineers, and associations such as the Transportation Association of Canada (TAC), among others. Page 3 of 24 Thus, in 2001 TAC established the Education Council to identify the needs and gaps in education and training within the transportation sector and to explore the opportunities and future directions. TAC is also a prime mover in the Education Coalition, a consultative forum for transportation stakeholders with similar or overlapping interests, including other associations and academic institutions. In 2004, Transport Canada sponsored a “Study of Professional and Technical Transportation Training in Canada” (HDP Group, 2004), which was an update and expansion of a similar study in 2000. In 2002, TAC and the Education Council held a workshop on “Transportation Education and Training Workshop” at which one of the papers ((Haas et al, 2002) concluded, among other findings, that: “Transportation is far under represented in Canadian universities by any measure, including research funding, proportion of civil [engineering] faculty, and graduate students. All are within 4% to 8% of the total in civil engineering” Of the approximately 70 universities in Canada, 36 have a faculty/school/college of engineering/applied science, of which 25 offer an accredited undergraduate program in civil engineering (Canadian Engineering Accreditation Board, 2005). Transportation/highway engineering has historically been a substantial component of the field of civil engineering, and therefore of civil engineering curricula at universities everywhere. However, as indicated above, transportation engineering has been losing its significance in the civil engineering programs in Canadian universities. Indeed, several civil engineering programs in Canadian universities do not include any core (compulsory) course in transportation engineering! Also, the contents of the core courses in transportation engineering offered by the various universities appear to be in need of revising, updating and harmonizing. To redress this situation and with a view to contributing to improving undergraduate education in transportation engineering, this paper has two basic purposes: 1. Based on the course information published in the 2005/06 Calendars of the 25 undergraduate civil engineering programs at Canadian universities, the paper presents an overall picture of what is offered as core courses in transportation engineering, and makes the argument that for a civil engineering program to be accredited, it must include a core course in transportation engineering; and 2. Based on the author’s 35-year experience in the practice, research and teaching of transportation engineering, and a study and comparison of the course descriptions of the core courses in transportation engineering published in the 2005/06 Calendars of the 25 civil engineering programs at Canadian universities, the paper presents some suggestions that could be useful in updating and harmonizing the contents of such courses. The scope of the paper excludes a discussion of graduate programs and research in transportation engineering, or of any transportation-related courses that may be offered Page 4 of 24 by faculties other than engineering. It makes a note, but does not deal with the details, of the elective undergraduates courses in transportation engineering offered by selective civil engineering programs. It is not the intention of this paper to evaluate or critique the transportation
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